Description
- Overview:
- Identifying Media Bias in News Sources through activites using relevant news sources to answer the following essential question:Why is this important and relevant today?Students are engaging with a growing number of news sources and must develop skills to interpret what they see and hear.Media tells stories with viewpoints and biases that shape our worldviews.Students must become critical consumers of media which is essential for being an informed citizen.
- Subject:
- Journalism, Educational Technology, English Language Arts, Composition and Rhetoric, Reading Foundation Skills, Reading Informational Text, Political Science
- Level:
- High School
- Material Type:
- Activity/Lab, Assessment, Homework/Assignment, Lesson Plan, Reading, Student Guide, Teaching/Learning Strategy
- Author:
- Sandra Stroup, Heidi Morris, Greg Saum, Sally Drendel
- Date Added:
- 10/13/2019
- License:
- Creative Commons Attribution
- Language:
- English
- Media Format:
- Downloadable docs, Graphics/Photos
Reviewers
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Standards
Learning Domain: Expectations
Standard: Cite evidence to explain and justify reasoning.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Expectations
Standard: Make inferences to support comprehension.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Expectations
Standard: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Expectations
Standard: Use appropriate voice and tone when speaking or writing.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Knowledge Constructor
Standard: Students practice and demonstrate the ability to evaluate resources for accuracy, perspective, credibility and relevance.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Civics
Standard: Explain how citizens and institutions address social and political problems at the local, state, tribal, national, and international level
Degree of Alignment: Not Rated (0 users)
Learning Domain: Civics
Standard: Analyze relationships among governments, civil societies, and economic markets
Degree of Alignment: Not Rated (0 users)
Learning Domain: Civics
Standard: Use appropriate deliberative processes in multiple settings
Degree of Alignment: Not Rated (0 users)
Learning Domain: Civics
Standard: Analyze how governments throughout history have or have not valued individual rights over the common good
Degree of Alignment: Not Rated (0 users)
Learning Domain: Civics
Standard: Describe the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights
Degree of Alignment: Not Rated (0 users)
Learning Domain: Civics
Standard: Explain how social and political problems are addressed at the local, regional, state, tribal, national, and international level
Degree of Alignment: Not Rated (0 users)
Learning Domain: Social Studies Skills
Standard: Critique the precision of a claim on an issue or event
Degree of Alignment: Not Rated (0 users)
Learning Domain: Social Studies Skills
Standard: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection
Degree of Alignment: Not Rated (0 users)
Learning Domain: Social Studies Skills
Standard: Evaluate the validity, reliability, and credibility of sources when researching an issue or event
Degree of Alignment: Not Rated (0 users)
Learning Domain: Social Studies Skills
Standard: Evaluate one?s own viewpoint and the viewpoints of others in the context of a discussion
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write arguments focused on discipline-specific content.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Draw evidence from informational texts to support analysis, reflection, and research.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write arguments focused on discipline-specific content.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience�۪s knowledge level and concerns.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology�۪s capacity to link to other information and to display information flexibly and dynamically.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Draw evidence from informational texts to support analysis, reflection, and research.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Degree of Alignment: Not Rated (0 users)
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Degree of Alignment: Not Rated (0 users)
Cluster: Craft and Structure.
Standard: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Degree of Alignment: Not Rated (0 users)
Cluster: Integration of Knowledge and Ideas.
Standard: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Degree of Alignment: Not Rated (0 users)
Cluster: Vocabulary Acquisition and Use.
Standard: Analyze nuances in the meaning of words with similar denotations.
Degree of Alignment: Not Rated (0 users)
Cluster: Text Types and Purposes.
Standard: Write arguments focused on discipline-specific content.
Degree of Alignment: Not Rated (0 users)
Cluster: Text Types and Purposes.
Standard: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
Degree of Alignment: Not Rated (0 users)
Cluster: Text Types and Purposes.
Standard: Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
Degree of Alignment: Not Rated (0 users)
Cluster: Text Types and Purposes.
Standard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Degree of Alignment: Not Rated (0 users)
Cluster: Production and Distribution of Writing.
Standard: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Degree of Alignment: Not Rated (0 users)
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Degree of Alignment: Not Rated (0 users)
Cluster: Research to Build and Present Knowledge.
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Degree of Alignment: Not Rated (0 users)
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from informational texts to support analysis, reflection, and research.
Degree of Alignment: Not Rated (0 users)
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Degree of Alignment: Not Rated (0 users)
Cluster: Craft and Structure.
Standard: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Degree of Alignment: Not Rated (0 users)
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Degree of Alignment: Not Rated (0 users)
Cluster: Craft and Structure.
Standard: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Degree of Alignment: Not Rated (0 users)
Cluster: Integration of Knowledge and Ideas.
Standard: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
Degree of Alignment: Not Rated (0 users)
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Degree of Alignment: Not Rated (0 users)
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